No. 66 (2018): Number 66 - December 2018
Artículos

The gender approach in University teaching from the student’s standpoint

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  • María A. Martínez-Ruíz,
  • María E. Urrea-Solano,
  • María J. Hernández-Amorós
María A. Martínez-Ruíz
Universidad de Alicante
María E. Urrea-Solano
Universidad de Alicante
María J. Hernández-Amorós
Universidad de Alicante

Published 2018-12-01

Keywords

  • Higher education,
  • Stereotype (psychology),
  • Sociology of education

Copyright (c) 2018 María A. Martínez-Ruíz; María E. Urrea-Solano; María J. Hernández-Amorós

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

How to Cite

Martínez-Ruíz, M. A., Urrea-Solano, M. E., & Hernández-Amorós, M. J. (2018). The gender approach in University teaching from the student’s standpoint. Entorno, 66, 87-101. https://revistas.utec.edu.sv/index.php/entorno/article/view/553

Abstract

The incorporation of the gender perspective in the processes of teaching and learning at the highest level is nowadays seen as one of the most appropriate strategies to deconstruct the discriminatory practices that women face in their daily life. Therefore, this study was raised with the purpose of knowing the opinion of students about the way in which the gender approach is addressed in the University classrooms. To achieve this objective, 125 students from four different degrees from the Universidad de Alicante (University of Alicante) who completed an ad hoc prepared questionnaire. The research was developed from a naturalistic prism, performing an analysis of conventional and summative content, assisted by the software AQUAD 7. According to the results and although the majority was clearly in favor of addressing these type of issues in class, their inclusion into the curricula was weak and deficient. Among the difficulties alleged for this, they highlighted, particularly, non-flexible agenda, the controversial nature of the content itself, or the ask of academic formation for professors. As a result, students suggested working on this approach through activities that motivates the joint effort, the dialogue and collective construction around a topic of maximum relevance do to its impact and social significance. On this basis it may be concluded and highlight the need of gender perspective transversalization in all courses and academic programs, which necessarily requires the awareness and academic formation of all the professors.

URI: http://hdl.handle.net/11298/883
DOI: http://doi.org/10.5377/entorno.v0i66.6729

Keywords: Higher education; Stereotype (psychology); Sociology of education; Higher education.

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